Brotherhood & Sisterhood: A Historical Survey of Special Education Law in Macau, 1991-2014

Table of Content
Chapter One: Introduction　1
1.1　Background of this research topic　1
1.2　Significances of this research topic　2
1.2.1　The academic significance　2
1.2.2　The significance in practice　3
1.3　Questions provoked　4
1.4　Methodologies of this research topic　4
1.5　Chapter layout　5
Chapter Two: The Important Events of Special Education Law in Macau　9
2.1　The very beginning of special education in Macau　12
2.2　The first written law of special education in Macau　13
2.3　The establishment of the Centre of Psycho-Pedagogical Support
and Special Education (the CPSSE)　14
2.4　The passing of the Decree Law No.33/96/M　16
2.5　The passing of the Decree Law No.33/99/M　17
2.6　The passing of the Law No.9/2006　19
Chapter Three: The Influencing Elements for the Development
of the Related Special Education Law in Macau　25
3.1　The environmental element and the population in Macau　25
3.2　The relevant data of special education in Macau　30
3.2.1　The general details of special education in Macau　32
3.2.2　The specific details of special education in Macau　35
Chapter Four: The Problems Relating to Individuals of Special Education in the Legal System　41
4.1　The students with special education needs of special education in the legal system　42
4.1.1　The students with physical and psychological limitations　45
4.1.1.1　The students with physical and psychological limitations in the United States of America　46
4.1.1.2　The students with physical and psychological limitations in Taiwan　48
4.1.1.3　The comparison of the categorization of students with physical and psychological limitations in the United States of America, Taiwan and Macau 49
4.1.2　Students with born disabilities　52
4.2　The parents of special education in the legal system　54
4.2.1　The overview of the parental rights in the Decree Law No.33/96/M　55
4.2.2　The defects of the parental rights in the Decree Law No.33/96/M　55
4.2.2.1　The missing regulation of the parental rights on placement　56
4.2.2.2　The dispute between the parental consent and authorized decision　57
4.3　The teachers of special education in the legal system　59
4.3.1　The provisions of laws concerning special education teacher in Macau　60
4.3.2　The challenge for teachers under the Decree Law No.33/96/M　62
4.4　The related service providers of special education in the legal system　65
Chapter Five: Uncertainty in the Implementation of Special Education in Macau　75
5.1　Identification and referral of students with special education needs　5
5.1.1　The present situation about the identification and referral in Macau　76
5.1.2　The problems caused by the missing regulation of identification and referral
in the Macau　77
5.1.2.1　Problem one　78
5.1.2.2　Problem two　80
5.2　The evaluation of students with special education needs　82
5.2.1　The evaluation institution　83
5.2.2　The composition of the evaluation team　86
5.2.3　Parental consent to the evaluation　91
5.2.4　The validity period of the evaluation　93
5.3　The Individualized Education Plan and the Educational Activities Program　94
5.3.1　The generality of the Individualized Education Plan and
the Educational Activities Program　94
5.3.2　The Individualized Education Plan　97
5.3.2.1　The content of the Individualized Education Plan in the Decree Law of 33/96/M　97
5.3.2.2　The confusion in the article of the Individualized Education Plan　99
5.3.3　The content of the Educational Activities Program in the Decree Law No.33/96/M　100
5.4　Placement　102
5.4.1　The rejection of the placement by regular schools　106
5.4.2　The perception of the core value of inclusive education in regular schools
with inclusion classes　108
5.4.3　Summary　113
5.5　The cost issue　114
5.5.1　The contents of free education allowance for special education　116
5.5.1.1　The financial funding for special education classes　117
5.5.1.1.1　The special education classes operational funding　118
5.5.1.1.2　The extra allowance for homogeneous grouping arrangement　119
5.5.1.1.3　The fixed subsidy for professional special education team　121
5.5.1.1.4　The funding for the program of school development　123
5.5.1.2　The financial funding for inclusive student　123
5.5.2　The missing regulation of the cost issue　125
Chapter Six: Conclusion　129
Bibliography　131
Monographs　131
Journals　132
Documents　137
Website　138

Table of Content
Chapter One: Introduction　1
1.1　Background of this research topic　1
1.2　Significances of this research topic　2
1.2.1　The academic significance　2
1.2.2　The significance in practice　3
1.3　Questions provoked　4
1.4　Methodologies of this research topic　4
1.5　Chapter layout　5
Chapter Two: The Important Events of Special Education Law in Macau　9
2.1　The very beginning of special education in Macau　12
2.2　The first written law of special education in Macau　13
2.3　Th...